Mae A. Geresola, Samson M. Lausa
Corresponding email: [email protected]
A B S T R A C T
This study aimed to determine the principals’ technology leadership and its relation to the teachers’ technology integration into classroom instruction. Descriptive correlational research was employed where data was obtained using the researcher’s modified survey questionnaire intended to test the level of principals’ technology leadership and the level of teachers’ technology integration into classroom instruction. Mean and standard deviation, t-test, ANOVA, and Pearson’s correlation coefficient were the statistical tools used in the study. Findings revealed that the school principals’ technology leadership of being a visionary leader was high and in almost all of the constructs except on incorporating the school ICT plan with the strategic plans; motivating teacher(s) who needs ICT training to participate as part of their professional development; and recognizing and supporting faculty and staff with exemplary skills in the use of ICT which was very high. When grouped according to sex and age, principals’ technology leadership was high. On the other hand, the teachers’ technology integration was high but varies from low to very high when indicators of integration were considered individually. When grouped according to sex and age, teachers’ technology integration was high. There is no significant difference in the level of technology integration between male and female teachers. However, there is significant difference in the level of technology integration between younger and older teachers. This study concluded that there is no significant correlation between school principals’ technology leadership and teachers’ technology integration to classroom instruction.